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FORWARD PLANNING DOCUMENT T E R M / W E E K S : 2

FORWARD PLANNING DOCUMENT

TERM/WEEKS:

2/ wk 1-4

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Measurement and Geometry /

Using units of measurement

General Capabilities:

WESTERN AUSTRALIAN CURRICULUM

MATHEMATICS

Literacy

Numeracy

ICT

Critical and creative thinking

Ethical Behaviour

Personal and social

Intercultural Understanding

   

Competence

 

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures

Asia and Australia’s engagement with Asia

Sustainability

AUSTRALIAN CURRICULUM LINKS

Week 1 / Lesson

1

N & A

AUSTRALIAN CURRICULUM LINKS Week 1 / Lesson 1 N & A M & G S &

M & G

S & P

LINKS Week 1 / Lesson 1 N & A M & G S & P Use

Use scaled

instruments to

measure and

compare

lengths,

masses,

capacities and

temperatures

(ACMMG084)

masses, capacities and temperatures (ACMMG084) Prof Understanding Problem-solving Reasoning Fluency
masses, capacities and temperatures (ACMMG084) Prof Understanding Problem-solving Reasoning Fluency

Prof

masses, capacities and temperatures (ACMMG084) Prof Understanding Problem-solving Reasoning Fluency

Understanding

Problem-solving

Reasoning

Fluency

SPECIFIC LESSON

OBJECTIVE

Reasoning Fluency SPECIFIC LESSON OBJECTIVE Create a measuring instrument using non-standard units to

Create a measuring instrument using non-standard units to measure length.

Estimate and measure three objects using the device and record the results.

Discuss how the measuring instrument could be improved to make measuring easier.

ASSESSMENT (what & how)

to make measuring easier. ASSESSMENT (what & how) Students created scaled measuring device using pop
Students created scaled measuring device using pop sticks: view measuring device, mark checklist. Students
Students
created scaled
measuring
device using
pop sticks: view
measuring
device, mark
checklist.
Students
estimated,
measured and
recorded length
of various
objects onto
activity sheet:
view Activity
Sheet 1, mark
checklist.
Students
discussed how to
improve
measuring
instrument:
checklist /
anecdotal notes

TEACHING & LEARNING EXPERIENCES (include learner diversity)

& LEARNING EXPERIENCES (include learner diversity) Introduction : Revisit “Millions to Measure” and

Introduction: Revisit “Millions to Measure” and discuss the importance of using same unit of measure.

Identify Lesson objectives (poster)

Tell students they going to create their own measuring instrument using a popstick as the unit of measure.

no overlaps)
no overlaps)

(Understanding -

iteration, no gaps,

At educational risk students – pair

At educational risk students pair

with more capable students.

At educational risk students – pair with more capable students.

Activity: Provide materials, allow freedom to create (don’t prescribe). Students work in pairs to create measuring instrument. Students use device to estimate then measure objects listed on Activity Sheet 1 Make Your Own Measuring Instrument’.

(Problem-solving -

creating

 

measuring device; reading and

recording data)

 

Class Discussion

Discuss / compare measurements.

KEY

QUESTIONS

Discussion Discuss / compare measurements. KEY QUESTIONS Why it is important to use the same unit

Why it is important to use the same unit of measure when measuring length?

RESOURCES

the same unit of measure when measuring length? RESOURCES Millions to Measure by D Schwartz Lesson

Millions to Measure by D Schwartz

Lesson Objectives poster.

Pop sticks, blue tack, paper tape, marker pens.

Measuring activity sheet1 ‘Make Your Own Measuring Instrument’.

Ask about usefulness of solid pop sticks to measure the objects? [sticks got in the
Ask about usefulness of solid pop
sticks to measure the objects?
[sticks got in the way, fell off, difficult
to wrap around wrist]
How did you
find using
the pop
sticks to
measure?
Ask how the measuring could be
made easier. [Lead to idea pop stick
lengths can be marked on paper tape
and numbered to save repeated
lining up and counting]
(Reasoning)
How could
we make it
easier?
Have students make a second tape
by marking off the length of one pop
stick several times.
(Fluency)
Ask: where would you put the
numbers onto the tape? [Number
units from a zero starting point].
How is the
second tape
easier to
use than the
first?
Extension students – how can you
make measurement more accurate?
Encourage adding detail to scale to
identify parts of the whole unit. [fold in
half and hark midpoint, etc]
How do the
numbers
help?
Conclusion
Congratulate students on creating a
scaled measuring device using pop
sticks.
Check off Lesson objectives on
poster √.
Return excess materials to
containers. Hand in activity sheet and
scaled measuring tape with names
on back.
FORWARD PLANNING DOCUMENT T E R M / W E E K S : 2

FORWARD PLANNING DOCUMENT

TERM/WEEKS:

2/ wk 1-4

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Measurement and Geometry /

Using units of measurement

General Capabilities:

WESTERN AUSTRALIAN CURRICULUM

MATHEMATICS

Literacy

Numeracy

ICT

Critical and creative thinking

Ethical Behaviour

Personal and social

Intercultural Understanding

   

Competence

 

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures

Asia and Australia’s engagement with Asia

Sustainability

WEEK/

AUSTRALIAN CURRICULUM LINKS

 

SPECIFIC LESSON

ASSESSMENT (what & how)

 

TEACHING & LEARNING EXPERIENCES (include learner diversity)

 

KEY

RESOURCES

LESSON

OBJECTIVE

QUESTIONS

N & A

M & G

S & P

Prof

 

Week 2/

   

Use scaled

   

Understanding

Identify, shade and label cm square graph paper to represent lengths of 1cm, a decimetre and 1metre.

Identify, shade and label graph paper to represent lengths of 1cm, a decimetre and 1metre: view shaded graph paper, mark checklist and annotations.

 

Millions to Measure by D Schwartz

Lessons

Introduction: Revisit “Millions to Measure” and discuss the metric system highlighted by the 4-page spread depicting a 1 metre snake alongside a one meter scaled ruler.

2

instruments to

 

measure and

Problem-solving

 

compare

lengths,

Fluency

masses,

Looking at the ‘snake’, what can you tell me about the numbers and markings?

Lesson Objectives on white board (WB).

capacities and

 

temperatures

Locate and record onto Activity sheet 2 objects estimated to be 1cm, 10cm and 1 metre in length.

Discuss lesson objectives.

 

(ACMMG084)

Tell students they are going to investigate the relationship between the units that measure length (mm,

Project on WB 4-page spread showing 1 metre snake

 

Estimate, measure and record objects 1cm, 10cm and 1 metre in length: review Activity sheet 2.

cm

and m). Ask “what do you notice

What do you notice? [100cm in a

Use a scaled metric ruler to measure and record actual length of objects.

about the snake picture?”

 

Activity:

Give

students

cm

graph

metre, evenly

paper. Ask them to shade in 1 square to show one cm length and label it

spaced

numbers,

Centimetre grid paper (1 page per student)

 

1cm.

smaller marks

Repeat for 10 squares, labelling it 1 decimeter; and 100 squares for 1m (need to cut out multiple strips and

between are

 
 

mm]

join

them). (Understanding)

 

Measuring activity sheet 2. (Record items estimated to be 1cm long,10cm long and 1m long)

Students work with a partner to complete Activity Sheet 2: they locate multiple objects which they estimate to be around 1cm in length, also 10cm and 1m in length. (Problem-

Solve)

Students then use a scaled instrument (their shaded graph paper, ruler, tape measure) to measure the objects and write the actual length beside the estimates on Activity sheet 2. (Fluency)

At educational risk students pair

 

with more capable students. Display

activity instructions step by step on

 

WB.

 

Ask ‘how can we be more accurate with our measuring?’ [lead to using a smaller unit of measure the mm]

Discuss 10mm = 1cm and relate to base ten system.

Ask students to measure their pencil as accurately as possible. What units of measure did they use? Why?

Extension students estimate and locate objects of varying lengths i.e. 30cm, 50cm, then measure to verify their estimates. Record in their Maths workbook.

Conclusion: Congratulate students on representing cm, decimetre and m on graph paper.

Check off Lesson objectives on WB.

Hand in activity sheet pack up desk area.

How can we measure slightly over or under one cm?

Why is it useful to measure in millimetres?

Scaled ruler, tape measure.

FORWARD PLANNING DOCUMENT T E R M / W E E K S : 2

FORWARD PLANNING DOCUMENT

TERM/WEEKS:

2/ wk 1-4

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Measurement and Geometry /

Using units of measurement

General Capabilities:

WESTERN AUSTRALIAN CURRICULUM

MATHEMATICS

Literacy

Numeracy

ICT

Critical and creative thinking

Ethical Behaviour

Personal and social

Intercultural Understanding

     

Competence

 

Cross-curriculum priorities:

Sustainability

Aboriginal and Torres Strait Islander histories and Cultures

Asia and Australia’s engagement with Asia

WEEK/

AUSTRALIAN CURRICULUM LINKS

 

SPECIFIC LESSON

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

 

KEY

RESOURCES

LESSON

OBJECTIVE

QUESTIONS

N & A

M & G

S & P

Prof

 

Week 4 / Lesson 5 and 6

   

Use scaled

 

Understanding

Students select, measure and record the size of various objects choosing the appropriate unit of measure (mm, cm, m and km).

Students create a poster displaying their objects, measurements and facts about measurement using Google Slide.

Students select and measure various objects using the appropriate unit of measure (mm, cm, m and km): review Activity sheet 3, mark checklist.

Introduction:

Re-read

“Millions

to

Millions to Measure by D Schwartz

instruments to

Measure” 4-page spread depicting various units in metric system (mm, cm, m, Km) and how they are related.

 

measure and

Reasoning

 

compare

lengths,

Fluency

 

masses,

Watch

ABC

video

ABC splash video http://education.abc.net.a

capacities and

temperatures

(ACMMG084)

splash

http://education.abc.net.au/home#!/m edia/1759011/ showing different units used to measure different lengths.

 

Students create a poster using Google Slide showing objects and measurements, also facts about measuring:

Discuss lesson objectives and display on WB.

Lesson Objectives displayed on WB.

Activity: Tell students they must find at least two objects to measure using mm, two using cm, and two using metres. (Understanding and Fluency)

Which unit would you use and why?

Measuring Activity sheet 3 “The Right Unit for the Job”.

 

mark finished

Students use Activity sheet 3 The Right Unit for the Jobto record the objects and their length. Students should justify why they chose that unit of measure for the object. (Reasoning)

poster against

Rubric.

How could you

Activity:

informative and well-presented poster using Google Slide. Provide marking rubric for poster task.

an

Students

to

create

Using the ipad, students to take a photo of each object measured. Then use Google Slide to create a Measurement poster showing objects and their length in the appropriate units.

Students to look for online images of objects that can be measured in kilometres and add these to the presentation. (Reasoning)

Students to include in their poster

measurement

previous weeks.

the

facts

learned

in

At educational risk students can

use alternative format to present

 

information, i.e. hard copy, oral

 

presentation. Display assessment

rubric and lesson steps on WB.

 

Conclusion: Congratulate students on completing activity sheet and progressing with poster.

Ask students to share some of the facts they will be including in their poster.

Check off Lesson objectives on WB.

Hand in activity sheet 3.

teach others

about the

metric system

and

measuring

length?

[informative

poster]

What have you learned about measuring and the metric system?

Google slide

Marking Rubric

iPad

References

Australian Broadcasting Corporation. (2012). BBC.Measuring length and distance. Retrieved on 14 March from

Schwarts, D. (2003). Millions to Measure. New York, NY: Harper Collins.

Siemon, D. E., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2015).Teaching mathematics: Foundations to middle years (Second ed.). South Melbourne, Vic;South Melbourne, Victoria;: Oxford University Press.

Western Australia Department of Education and Training. (2013). First steps in mathematics: Measurement: Understand units, direct measure: Improving the mathematical outcomes of students. Retrieved from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-mathematics/